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Fifty-sixth Year 
19 6-1907 












18 Post Office Square. 


Approved by 
The State Board of Publication. 






State Board of Education. 

Established 1837. 

His Excellency CURTIS GUILD, Jr. 
His Honor EBEN S. DRAPER. 

Clinton Q. Richmond, A.B., 
George I. Aldrich, A.M., . 
Ella Lyman Cabot, 
Albert E. Winship, Litt. D., 
Thomas B. Fitzpatrick, 
Caroline Hazard, A.M., Litt. D 
Joel D. Miller, A.M., 
Kate Gannett Wells, 

North Adams 









May 25, 1913. 
May 25, 1914. 
May 25, 1907. 
May 25, 1908. 
May 25, 1909. 
May 25, 1910. 
May 25, 1911. 
May 25, 1912. 


George H. Martin, A.M., Secretary, Lynn. 

Caleb B. Tillinghast, A.M., Clerk and Treasurer, . . Boston. 

John T. Prince, Ph.D., Agent, West Newton. 

Julius E. Warren, Agent, Barre. 

James W. MacDonald, A.M., Agent, Stoneham. 

Frederic L. Burnham, Agent, Cambridge. 


Ella Lyman Cabot. Joel D. Miller, A.M. 



Theory and Practice of Teaching, History of Education. 

Harriet Laura Martin, Algebra, Geometry. 

Jessie Putnam Learoyd, Botany, 

Charles Eugene Adams, Geology, Physics, Chemistry. 

Charles Frederick Whitney, Manual Arts. 

William Charles Moore, S.B Geology, Geography. 

Mary Alice Warren, . . Biology, Physiology, Physical Training. 

Isabella Gertrude Knight, A.B., Library. 

Gertrude Brown Goldsmith, A.B Biology, Psychology. 

Frances Boutelle Dkane, Secretary, History. 

Sarah Louise Baker, English, Arithmetic. 

Helen Hood Rogers, Reading, Physical Training. 

Cassie Lucretia Paine, Critic. 

Fred Willis Archibald, Music. 

Maud Oldham, English, Literature. 

Charles Edward Newell, Manual Arts. 


ALTON CLIFFORD CHURBUCK, . Principal, Eighth Grade 
Maud Sarah Wheeler, 
Marjorie Huse, . 

Bessie Jordan Welch, 

Mabel Lucile Hobbs, 

Mary Elizabeth James, . 

Delia Frances Campbell, 

Helen Merrill Dillingham, 

Louise Farrington, . 

Alice Martha Wyman, Assistant, 

Seventh Grade. 

Sixth Grade. 

Fifth Grade. 

Fourth Grade. 

Third Grade. 

Second Grade. 

First Grade. 


Kindergarten - 1 

1 Bertram School, Willow and Summit avenues 

Officers of the Salem Normal Association, 


Mrs. Mary (Cate) Smith. West Roxbury (Class XLV.) , 
Miss Jessie P. Learotd. Danvers (Class LI.). . 
Miss Mabel T. Bue.vham, Essex (Class LXXXIV.). 
Miss Dorothea C. Sawtelle. Peabody (Class LXVIII.) 
Miss Maud S. Wheeler. Salem (Class LVII.) . . 
Mrs. Mart (Comet) Texxet, Brookline (Class LXIX.) 
Miss E. Adelaide Towle, Salem (Class XXVIII.) . 
Miss Mart J. Vnrrow, Cambridge (Class XLVIIL). 
Mrs. Fannie (Phillips) Andrews, Boston (Class LVII.) 
Miss Elizabeth W. Richardson. Salem (Class LXL). 


First Secretary. 
Second Secretary. 

Dirt : 

Officers, Senior Class. 

Alice Iff. Bresnahan. Preside/-. 

Alice Iff. Locke, '. Vice-President. 

Bertha S. Davis Secretory. 

Berxice J. Andrews Treasurer. 

.Members of the School Council. 

J. Asblrt Pitman, . 
Harriet L. Martin. 
Gertrude B. Goldsmith 
Alice Iff. Bresnahan. 
Bertha S. Davis. 
Abbie I. Patten. 
Ethel M. Gradt. 
Rosalind F. Coreln, 
Mildred A. Wetmoke 


[Fact ■ 

\ Senior Class. 


\ Junior Class. 


Calendar for 1907=1908. 

Spring Recess. 

From close of school on Friday, March 29, 1907, to Tuesday, April 9, 

1907, at 9.20 a M. 


Tuesday, June 25, 1907, at 10.30 a.m. 

First Entrance Examinations. 

Thursday, June 27, 1907. 

8.30-9.30 a.m. — Registration. 

9.30-11.30 a.m. —Group I. 

11.30 A.M.-12.30 p.m. — Group III. 

2-4 p.m. — Group IV. 
Friday, June 28, 1907. 

9.30-11.30 a.m. — Group II. 

11.30 a.m-12.30 p.m. — Group V. 

Second Entrance Examinations. 

Tuesday and Wednesday, Sept. 10 and 11, 1907. 
(Hours and order as above.) 

Beginning of School Year. 

Thursday, Sept. 12, 1907, at 9.20 a.m. 

Thanksgiving Recess. 

From Wednesday, 12 M., preceding Thanksgiving Day, to the following 

Tuesday, at 9.20 a.m. 


Christmas Recess. 

From close of school on Friday, Dec. 20, 1907, to Tuesday, Dec. 31, 1907, 

at 9.20 a.m. 

Beginning of Second Half=year. 

Tuesday, Jan. 28, 1908. 

Spring Recess. 

From close of school on Friday, March 28, 1908, to Tuesday, April 8, 

1908, at 9.20 A.M. 


Tuesday, June 24, 1908, at 10.30 a.m. 

First Entrance Examinations. 

Thursday and Friday, June 26 and 27, 1908. 
(Hours and order as above.) 

Second Entrance Examinations. 

Tuesday and Wednesday, Sept. 9 and 10, 1908. 
(Hours and order as above.) 

Note. — The regular weekly holiday of the school is on Monday, but the practice 
schools conform to the practice of the other public schools in Salem, and have their 
holiday on Saturday. The practice schools open the second week in September and 
close on June 28. Vacations diiring the school year are from Christmas to New Year's, 
inclusive, and for the week beginning with the first Monday in April. 

The telephone call of the school is " Salem, 375." 

The principal's residence is at 266 Lafayette Street, and his telephone call is 669-12. 


State Normal School, 

Salem, Mass. 


The State Xormal School at Salem was opened to students 
Sept. 12, 1854. It was the fourth normal school established by 
the State of Massachusetts. Indirectly it was the outcome of 
steps taken to provide a new location for the first normal school 
in the State, which was opened at Lexington. The old school 
was not transferred to Salem, but the Legislature directed the 
State Board of Education to establish a new one in Essex Count}', 
and this city was finally chosen as its location. 

The first building of the school stood at the corner of Broad 
and Summer streets. Its cost, including site and equipment, 
slightly exceeded $20,000. The city of Salem erected the build- 
ing, and received in partial compensation the State appropria- 
tion of $6,000 and a contribution of $2,000 from the Eastern 
Railroad Company. The building was enlarged and improved 
in 1860, and again in 1871. 

After twenty-five years the accommodations proved inadequate 
to meet the increased demands made upon modern normal 
schools. The Legislature of the Commonwealth consequently 
made generous provisions for a new building. "Work was begun 
in November, 1893, and the building was first occupied by the 
school Dec. 2, 1896. The site, building and equipment represent 
an expenditure of $300,000 ; and it is believed that the Common- 
wealth here possesses a structure as complete and convenient as 
any of its kind in this country. 


The building is located in the southern part of the city^ — a 
section devoted chiefly to residential purposes, — in a command- 
ing position at the junction of the electric car lines from Lynn 


and Marblehead. It is constructed of buff brick, with light- 
colored stone and terra-cotta trimmings, and it has three stories 
and a basement. Facing northward, it is 180 feet in length from 
east to west, and the two wings are each 140 feet from north to 
south. In the basement are located the heating and ventilating 
apparatus, the toilet and play rooms for the pupils of the model 
schools, besides the gymnasium with its adjoining dressing 
room, the industrial laboratory, bicycle room, lunch room, and 
store rooms for supplies and materials. 

On the first floor, in the central part of the structure, are the 
toilet and cloak rooms, furnished with individual lockers, for the 
use of the normal students. Access to this portion of the build- 
ing is provided by means of two outside doors. In each wing is 
another entrance for the pupils of the practice schools. The 
rooms for these schools — nine in number, besides six recitation 
rooms connected with them — are upon the east, south and west 
sides, and are all large and well lighted. Including the kinder- 
garten, they are intended to accommodate 350 pupils. 

The centra] portion of the second floor is occupied by the 
assembly and study room of the normal school. It is about 60 
by 85 feet in size, and can accommodate 250 single desks and 
chairs. The remainder of the floor contains the principal's office, 
reception room, faculty room, retiring room, text-book room, 
library, and other recitation and work rooms. 

The third floor is largely devoted to the various departments 
of science, including physics,. chemistry, botanj^ geography, min- 
eralogy and zoology. One of the features is an excellent lecture 
room, with seats arranged in tiers, for lectures or similar work. 
Two rooms on the north side furnish admirable accommodations 
for the work in drawing. 

The size and lighting of the rooms are conspicuous features 
of the building. The corridors are also noticeable for their 
width and cheerful aspect. The windows are many and lofty, 
and the glass is of the finest and clearest quality. 

The heating and ventilating plant is ample; the blackboards, 
entirely of slate, are generous in size; combination gas and elec- 
tric chandeliers are provided for lighting; from the principal's 
office speaking tubes radiate to all the important rooms; while a 





program clock, with its electric appliances, regulates the move- 
ments of the school. The interior finish throughout is of oak, 
and all the furniture of the building is in keeping. 


It is generally conceded that no building or schoolroom is 
finished or furnished which lacks beautiful and artistic dec- 
orations, not only because these objects are beautiful in them- 
selves, but because of the refining and educative value. 

There is a silent influence resulting from the companionship 
of good pictures or casts, elevating the thought, and creating a 
dislike for the common, ugly and inferior type of decoration so 
often seen. Such works of art, well chosen and hung, may exert 
a helpful influence in other branches of study as well as in art. 

With these thoughts in mind, the pictures and casts in the 
building were selected and placed in the various rooms and corri- 
dors, and they have served their purpose thus far in creating a 
taste for and an appreciation of good things. 

There are many pictures of historic interest, cathedrals, colon- 
nades, arches and temples, which have proved of value in geog- 
raphy and history. There are photographs from works of mas- 
ters such as Corot, Millet, Mauve, Jacque, Israels and others, 
which are full of helpful suggestions in literature, language, and 
nature study. 

These works of art have been presented by the State, by stu- 
dents and teachers, and by generous friends of the school, to 
whom due acknowledgment is made upon another page. 


The school during its history has had five principals and sev- 
enty-three assistant teachers. The development of the practice 
schools began in 1897, and with them twenty-three persons have 
been connected as teachers. Sixteen teachers are now required 
in the normal school and ten in the practice schools. 

More than five thousand students have attended the school, 
of whom fifty-three per cent, have received either certificates or 
diplomas. The proportion of those who complete the course has 
been increasing steadily in recent years. 



Candidates for admission must, if young women, have at- 
tained the age of sixteen years, and if young men, the age' of 
seventeen years. Their fitness for admission will be deter- 
mined : — 

(1) By their standing in a physical examination. 

(2) By their moral character. 

(3) By their high school record. 

(4) By a written examination. 

(5) By an oral examination. 

Physical Examination. 

The State Board of Education adopted the following vote 
March 7, 1901 : — 

That the visitors of the several normal schools he authorized and 
directed to provide for a physical examination of candidates for 
admission to the normal schools, in order to determine whether they 
are free from any disease or infirmity which would unfit them for 
the office of teacher, and also to examine any student at any time 
in the course, to determine whether his "physical condition is such as 
to warrant his continuance in the school. 

floral Character. 

Candidates must present certificates of good moral character. 
In deciding whether the}?' shall prepare themselves to become 
teachers, candidates should note that the vocation requires more 
than mere freedom from disqualifying defects; it demands vir- 
tues of a positive sort that shall make their impress for good upon 
those who are taught. 

High School Record. 

It may be said, in general, that if the ordinary work of a good 
statutory high school is well done, candidates should have no 
difficulty in meeting the academic tests to which they may be 
subjected. They cannot be too earnestly urged, however, to avail 
themselves of the best high school facilities attainable in a four 
years' course, even though they should pursue studies to an extent 


not insisted on, or take studies not prescribed, in the admission 

The importance of a good record in the high school cannot be 
overestimated. Principals are requested to furnish the normal 
schools with records of the high school standing of candidates. 
The stronger the evidence of character, scholarship and promise, 
of whatever kind, candidates bring, especially from schools of 
high reputation and from teachers of good judgment and fear- 
less expression, the greater confidence they may have in guarding 
themselves against the contingencies of an examination and of 
satisfying the examiners as to their fitness. 

Written Examination. 

The examinations will embrace papers on the following groups 
of subjects, a single paper with a maximum time allowance of 
two hours to cover each of groups I., II. and IV., and a single 
paper with a maximum time allowance of one hour to cover each 
of groups III. and Y. (five papers with a maximum time allow- 
ance of eight hours) : — 

I. Language. — (a) English, with its grammar and litera- 
ture, and (b) either Latin or French. 

II. Mathematics. — (a) Algebra and (b) plane geometry. 

III. United States History. — The history and civil govern- 
ments of Massachusetts and the United States, with related 
geography and so much of English history as is directly con- 
tributory to a knowledge of United States history. 

IV. Science. — (a) Physiology and hygiene and (b) and 
(c) any two of the following, — physics, chemistry, physical 
geography and botany, provided one of the two selected is 
either physics or chemistry. 

Y. Drawing and Music. — (a) Elementary mechanical and 
freehand drawing with any one of the topics, — form, color and 
arrangement, and (&) music. 

Oral Examination. 

Each candidate will be required to read aloud in the presence 
of the examiners. He will also be questioned orally either upon 
some of the foregoing subjects or upon other matters within his 


experience, in order that the examiners may gain some impres- 
sion about his personal characteristics and his use of language, 
as well as to give him an opportunity to furnish any evidences of 
qualification that might not otherwise become known to them.' 

General Requirement in English for All Examinations. 

No candidates will be accepted whose written English is nota- 
bly deficient in clear and accurate expression, spelling, punctua- 
tion, idiom or division of paragraphs, or whose spoken English 
exhibits faults so serious as to make it inexpedient for the normal 
school to attempt their correction. The candidate's English, 
therefore, in all oral and written examinations will be subject 
to the requirements implied in the statement here made, and 
marked accordingly. 

Special Directions for the Written Examinations. 

Group I. — Language. 

(a) English. — The subjects for examination in English will 
be the same as those agreed upon by the colleges and high tech- 
nical schools of New England, and now quite generally adopted 
throughout the United States. 

1. Reading and Practice. — A limited number of books will 
be set for reading. The candidate will be required to present 
evidence of a general knowledge of the subject-matter and spirit 
of the books, and to answer simple questions on the lives of the 
authors. The form of examination will usually be the writing 
of a paragraph or two on each of a few topics to be chosen by 
the candidate from a considerable number set before him in the 
examination paper. In place of a part or the whole of this test, 
the candidate may present an exercise book properly certified by 
his instructor, containing compositions or other written work 
done in connection with the reading of the books. 

The books set for this part of the examination are : — 

1906, 1907 and 1908. — Shakespeare's Macbeth and The Mer- 
chant of Venice; The Sir Roger cle Coverley Papers in The 
Spectator; Irving's Life of Goldsmith; Coleridge's The Ancient 
Mariner; Scott's Ivanhoe and The Lady of the Lake; Tennyson's 


Gareth and Lynette, Lancelot and Elaine and The Passing of 
Arthur; Lowell's The Vision of Sir Launfal; George Eliot's 
Silas Marner. 

2. Study and Practice. — This part of the examination pre- 
supposes a more careful study of each of the works named below. 
The examination will be upon subject-matter, form and struc- 

In addition, the candidate may be required to answer ques- 
tions involving the essentials of English grammar, and questions 
on the leading facts in those periods of English literary history 
to which the prescribed works belong. The books set for this 
part of the examination are : — 

1906, 1907 and 1908. — Shakespeare's Julius Ccesar; Milton's 
U Allegro, II Penseroso, Comus and Lycidas; Burke's Speech on 
Conciliation with America; Macaulay's Essay on Addison and 
Life of Johnson. 

(b) Either Latin or French. — The translation at sight of 
simple prose or verse, with questions on the usual forms and 
ordinary constructions, and the writing of simple prose based 
in part or in full on the passage selected. 

II. — Mathematics. 

(a) The elements of algebra through affected quadratic equa- 

(b) The elements of plane geometry. 

While there is no formal examination in arithmetic, the im- 
portance of a practical working acquaintance with its principles 
and processes cannot be too strongly emphasized. The candi- 
date's proficiency in this subject will be incidentally tested in its 
applications to other subjects. 

In geometry, the candidate's preparatory study should include 
independent solutions and demonstrations, — work that shall 
throw him upon his own resources; and his ability to do such 
work will be tested in the examination. An acquaintance with 
typical solid forms is also important, — enough, at least, to 
enable the candidate to name and define them and to recognize 
the relations borne to them by the lines, planes, angles and fig- 
ures of plane geometry. 


III. — United Siaies History. 
Any school text-book on Unite S rates history will enable can- 
didates to niee: this requirenient ; provided they enough of 
geography to ilhonine the history, and make themselves familiar 
with the grander features of government in Massachusetts and 
the United States. >llateral reading in United States history 
is strongly advised — also in English history so far as this his- 
tory bears conspicuously on that >f the United States 

IT. — i : 
(a) Physiology and Hygiene. — The chief elementary facts 

of anatomy, the general functions of the various organs, the 

more obvious roles of health, and the more striking effects of 

alcoholic drinks, nai :::::- n -rnulants upon those addicted to 

their us 

(b and c) Am Two of the Following Sciences, — Physics, 
Chemistry, Botany and Physical Geography, provided One of the 
Twc either Physics Uhemistry. — The chief elementary 
facts of the subjects selected, so far as they may be presented in 
the courses usually levoted : :_:em in good high schools. It 
will be a distinct advantage to the candidate if his preparation 
includes a certain amount of individual laboratorv work. 

A laboratory note-book, with the teacher's endorsement that it 
is a true record of the candidate's work, will be accepted as par- 
tial evidence of attainments in the science with which it deals. 
The original record should be so well kept as to make copying 

V. — Drawing and Music. 

(a) Drawing. — Mechanical and free-hand drawing. — enough 
to enable the candidate to draw a simple object, like a box or a 
pyramid or a cylindri. with plan and elevation to scale, and to 
make a free-han:. ; ke ::h of the same in perspective. Also any 
one of the three topics. — form, color and arrangement. 

— Such elenier: _ facts ; an instructor should 
know in teaching singing in the schools. — including major and 
minoi keys, ample two. three, four and six part measures, the 


fractional divisions of the pnlse or beat, chromatics, the right 
use of the foregoing elements in practice, and the translation 
into musical notation of simple melodies or time phrases sung or 

Division of Examinations. 

Candidates may be admitted to a preliminary examination a 
year in advance of their final examination, provided they offer 
themselves in one or more of the following groups, each group to 
be presented in full: — 

II. Mathematics. 

IH. United States history. 

IV. Sciences. 

V. Drawing and music. 

Preliminary examinations can be taken in June only. 

Every candidate for a preliminary examination must present 
a certificate of preparation in the group or groups chosen, or in 
the subjects thereof. (See blank at end of this catalogue.) 

The group known as I. Language must be reserved for the final 
examinations. It will doubtless be found generally advisable in 
practice that the group known as IV. Science should also be so 

Candidates for the final or complete examinations are ear- 
nestly advised to present themselves, as far as practicable, in 
June. Division of the final or complete examinations between 
June and September is permissible, but it is important both for 
the normal school and for the candidate that the work laid out 
for the September examinations, which so closely precede the 
opening of the school, shall be kept down to a minimum. 


Persons desiring to enter the school, whose course of study has 
been equivalent to, but not identical with, the requirements of 
admission are advised to correspond with the principal. Each 
case will be considered upon its merits, and in deciding the ques- 
tion of admission there will be a serious effort to give all the 
credit that is due. Experience in teaching, according to its 
amount and kind, is regarded as very valuable. 


Special Students. 

College graduates, graduates of normal schools, and other per- 
sons of suitable attainments, also those who have had considerable 
experience in teaching, may. by arrangement with the principal, 
select a years work from the regular program. If this work em- 
braces not less than twenty recitation periods per week, and in- 
cludes the course in advanced pedagogy, the student will receive 
a certificate for the same upon its satisfactory completion. 

Prompt and regular attendance is exacted of special students, 
as well as of those in the regular cours 

A definite statement of the applicant's purpose in desiring to 
enter the school is required, and those who do not intend to re- 
main at least one-half year are requested not to apply. 

The design of the school does not include the admission of 
transient students, for the purpose of taking partial or special 
courses^ except in cases which are really exceptional. Personal 
culture for its own sake is not the end for which the school 
receives its students. It exists and will be administered for the 
training and improvement of teachers, and all its facilities will 
be put to their utmost use for the advantage of teachers. Th 
during recent years, many teachers have been allowed to attend 
the exercises in selected departments, — so far as the privilege 
could be granted without injury to regular class work. — al- 
though their names have not appeared in the catalogue as stu- 

In other cases it is sometimes found possible for those who 
have had experience in teaching, without a previous normal 
course, to enter the school and derive great benefit from a half 
year's work. Some of our most earnest students have been of 
this class. The school is also open to teachers who desire to enter 
existing classes on Saturdays. But special students who do not 
intend to identify themselves with the school are not desired. 
Neither is there room for those who do not have a serious pur- 
pose of study and self-improvement, but who wish rather tc 
secure a brief nominal membership in a normal school, in order 
to obtain a better position. 


Students from outside the State. 

Non-residents of this Commonwealth who are able to satisfy 
the requirements for admission may be admitted as students on 
payment of fifty dollars per year, of which sum one-half is paya- 
ble at the beginning of the year, and the other half at the middle 
of the year. 

Elementary Course of Study. 

The elementary course of study is designed primarily for those 
who aim to teach in the public schools below the high school 
grade. It comprises substantially the following subjects : — 

I. The study of the educational values of the following sub- 
jects, and of the principles and methods of teaching them : — 

(a) English, — reading, oral and written composition, gram- 
mar, rhetoric, English and American literature. 

(b) Mathematics, — arithmetic, algebra and plane geometry. 

(c) History, — history and civil polity of the United States 
and of Massachusetts. 

(d) Science, — physics, chemistn 7 , mineralogy, botany, zool- 
ogy, geography, physiology and hygiene, nature study. 

(e) Drawing, vocal music, physical training, manual training. 

II. (a) The study of man, body and mind, for the principles 
of education; the study of the application of these principles in 
school organization, school government, and in the art of teach- 
ing; the history of education; the school laws of Massachusetts. 

(b) Observation and practice. 

The time required for the completion of this course depends 
upon the students. It may not exceed two years for those of 
satisfactory preparation and superior ability; for others, three 
years are needed to do the work properly. In many cases more 
than two years are insisted upon. A diploma is given when the 
course is satisfactorily completed. 

Conditions of Graduation. 

The school does not accept the satisfactory accomplishment 
of the class work required as constituting a complete title to a 
diploma. While the fact is recognized that predictions regarding 
the success or failure of normal school students as teachers alwavs 


involve a greater or less degree of uncertainty, it is nevertheless 
felt that the school owes its chief responsibility to the Common- 
wealth. Its duty is not fully discharged by the application of 
academic tests; certain personal qualities are so essential and 
their absence so fatal to success in teaching that the candidate 
for graduation must be judged in part from the standpoint of 

It is the aim of the school — and this is insisted upon year 
by year with increasing strictness — not to bestow its diploma 
upon those who are likely to be unable in ordinary school work to 
use the English language with ease and correctness. The power 
of the student to teach, so far as that can be ascertained and 
judged, is of course an essential element in the problem, and 
those who are manifestly unable to do so will not be allowed to 
graduate, whatever their academic proficiency may be. 


[Mr. Churbuck, Principal; Miss Paine, Critic] 
In co-operation with the school committee of the city of Salem, 
the State normal school maintains in its building a complete sys- 
tem of model and practice schools, beginning with a kinder- 
garten, and fitting pupils for the local high school. The system 
also includes a kindergarten in the Bertram school building. 
The teachers are nominated by the principal of the normal 
school, with the approval of the Board of Visitors, and they 
are elected by the city school committee. The assignment of 
pupils is in the hands of the local authorities, so that the children 
do not constitute a picked company. 

The aim has been to secure in these schools as nearly as possible 
the actual conditions existing in public schools of a high class. 
It is an essential part of the plan upon which they are conducted 
that they are to be kept at a reasonable size. The schoolrooms 
themselves are of ample dimensions, well lighted, thoroughly 
ventilated, furnished with approved furniture and other appli- 
ances for work, and provided with sanitary conveniences of the 
best kind. By the generosity and interest of many parents they 
are also provided with beautiful decorations. 


In planning the instruction in these schools the aim is to con- 
nect it as closely as possible with the work in the normal school, 
to the end that the art of teaching may here exemplify the theory 
in which the normal students are taught. A large part of the 
instruction is either supervised or actually given by normal 
school instructors. 

The critic teacher devotes her entire time to supervising the 
normal school students in their relations to the practice schools. 
Her intimate acquaintance with the work of the schools in their 
various departments and her duties as a supervisor make it easy 
to guard in the most efficient manner the interests of the children. 
The regular teachers are selected solely by reason of their effi- 
ciency, and the facilities whose use is made possible by the con- 
nection between the practice schools and the normal school are 
put to their greatest service. While nothing is allowed to stand 
in the way of obtaining the most satisfactory results, it is be- 
lieved that both directly and indirectly the students of the nor- 
mal school derive great advantage from their association with 
the teachers and pupils of the practice schools. 

Besides the regular observation and practice teaching, oppor- 
tunity is provided for those students who intend to teach in the 
first grade to observe in the kindergartens; and arrangements 
have also been made for a few students to gain a limited amount 
of experience in teaching in the upper grades in one of the 
Salem grammar schools. 



[Miss Oldham.] 

Since a revelation of human experience is found in literature, 
from it one learns what life really is. In it is expressed the 
vital element in life. One of the aims of the course is to empha- 
size the importance of making a study of literature based upon 
this estimate of its value. Another aim is to train the students 
to appreciate the fact that the ethical significance of this subject, 
through the appeal it makes to the emotional nature, is beyond 


As an aid to the interpretation of the various selections chosen 
for study, the students are led to take the point of view of the 
author, and to rise to his mental plane as far as they are capable 
of doing. Whatever is accomplished in this direction ought to 
result in giving vitality and actuality to the work. 

Among American authors studied are Poe and Hawthorne 
as representatives of romanticism in our literature. Bryant. Em- 
erson, etc. Selections that are distinctively characteristic of 
each and that are indicative of his excellence along a particular 
line are chosen for study. The attention of the students is also 
called to noteworthy productions of contemporary American 

The course includes also the study of Wordsworth, Browning 
and Tennyson. 

In the second year, in addition to the work in appreciation, 
methods of presenting the subject of literature in the grades are 
considered and a course of study is formulated. 

English Language. 

[Miss Learoyd, — Miss Baker.] 

The study of language is continued throughout the two years. 
As the students come from many different schools, their prep- 
aration is varied. It is therefore necessary during the first year 
to consider the essential qualities of language, in order to lay a 
uniform foundation for the intelligent discussion of the work in 
language in the lower grades. 

The subjects taken are considered chiefly from the standpoint 
of the teacher. Suggestions are given for planning and pre- 
senting subjects to a class, and opportunity 7 is given for practice 
before the normal school class. Frequent oral and written 
criticisms are required. The students are expected gradually to 
assume the responsibility of the work in the classroom. 

As far as possible, the work in English is associated with that 
in other branches, and the student is made to feel the importance 
of a skilful use of language both in speech and in writing. 
Those who are especially deficient in knowledge or in practice 
are expected to give the subject extra attention. 


In the second year the teaching of English is considered. 
Good books on the subject are read by the class, for the purpose 
of gaining a high ideal and inspiration for the work. A course 
of study in general language work is suggested, to be used as a 
basis for class discussion and as a guide for individual work in 
planning different types of lessons. The best order of topics in 
grammar is considered, and exercises are planned and given. 

The observation of the work in the practice school serves to 
emphasize and illustrate points discussed. 

Reading and Voice Training. 

[Miss Rogers.] 

The work of this department is two-fold, including: (1) the 
personal training and culture of the student; (2) the training 
in methods of teaching reading in primary and grammar schools. 

During the first year the work is directed toward the personal 
improvement of the student. The selections for oral reading 
lessons are taken from the authors studied with the teacher of 
literature. This is an attempt to impress, in a practical way, the 
fact that appreciation of the beauty and meaning of literature 
is the basis of intelligent reading. Three purposes are kept in 
mind : to develop the power of getting the thought of an author, 
to create a desire for revealing it to others, and to acquire skill 
in its expression. 

In the second year attention is directed to the pedagogical 
aspect of the subject. Students are not taught to depend upon 
one " method " of teaching reading. The aim is rather to famil- 
iarize them with typical methods, as the alphabetic, word and 
phonetic, and to give them certain practical tests by means of 
which any popular system may be examined and judged. It is 
hoped in this way to lead students to be broad-minded enough to 
teach with enthusiasm any method now in use, knowing that suc- 
cess depends upon the sympathy and wisdom of the teacher, rather 
than upon the method. Schools in which various methods are 
used are visited by the students, who report observations to their 
class-mates. Text-books are reviewed, programs for reading and 
literature in the grades are examined, and several books treating 


of reading and the voice are read. Typical lessons on the use 
of the dictionarjr and reference books are presented. Some prac- 
tice is given in story-telling and interpreting poems to children. 
Phonetics from the teacher's standpoint is studied in connection 
with Professor Eobbins's pamphlet on that subject. 

During both years of the course a small amount of time is 
devoted to vocal gymnastics and the mechanical side of reading. 

Elementary Latin. 

A course will be offered annually, if a reasonable number of 
students desire it, for the benefit of special and advanced stu- 
dents who wish to be prepared to teach Latin in the upper grades 
of the grammar schools. At least three years of good work in 
Latin will be necessary for those who take the course, and more 
is desirable. The course will deal chiefly with methods of teach- 
ing, and with that purpose in view the amount of previous study, 
above indicated, will be assumed. 

Elementary Numbers and Arithmetic. 

[Miss Baker.] 

These two courses extend throughout the senior year, the first 
half being devoted to the primary work and the second to that 
which is more advanced. 

Elementary Numbers. — As concepts result from an acquaint- 
ance with visualized form, this work is based entirely on objects. 
Number is the measure of quantity. Quantity is symbolized in 
geometrical material, and measuring is the controlling element 
of the system. . The units of measurement are the inch, square 
inch and one inch cube, the objective work thus being put into 
the three realms of length, surface and volume. All abstract 
combinations are preceded by constructive effort, and, in fact, 
construction goes hand in hand with measuring in forming the 
basis of the system. 

Advanced Arithmetic. — This subject is understood as in- 
cluding percentage and the applications of percentage, mensura- 
tion properly belonging to geometry, and evolution and involution 
to algebra. Hence commission and brokerage, banking, stocks 


and bonds, and interest, are some of the important parts of the 
work. It is not the purpose to treat these topics after the manner 
of a commercial school, neither is it intended to deal with them 
in an impractical way, inconsistent with that of the business 
world. The aim is to treat them as they occur in actual transac- 
tions, irrespective of text-book boundaries. It is believed that 
the financial column of a newspaper should not be wholly unin- 
telligible to a pupil leaving the grammar school. 

Students are required not only to give teaching exercises in 
their classes in the normal school, but also to present the same 
exercises to classes in the model schools. 


[Miss Martin.] 

The course is planned to include (1) a review of demonstra- 
tive geometry and (2) a detailed study of concrete or observa- 
tional geometry. The two are carried along together. 

In the demonstrative work special attention is given to secur- 
ing exactness in reasoning and in expression and to helping stu- 
dents towards that mastery of the subject which may reasonably 
be expected of teachers in the elementary schools. In this con- 
nection the origin and development of the science are made a 
matter of study, and the scope and plan of the ordinary text- 
book in geometry are noted. The general object in this part of 
the work is to confirm and supplement and make exact the stu- 
dent's knowledge, to broaden his outlook, arouse fresh interest, 
and awaken a sense of the teacher's responsibility towards the 

The course in concrete geometry develops the elementary defi- 
nitions, and such of the simpler truths of the science as lend 
themselves to objective treatment. A topical outline in the hands 
of students furnishes a basis for discussion of methods of work 
and the selection and arrangement of material. The leading 
text-books in this department are reviewed, and to some extent 
practically tested. Laboratory work and field work are promi- 
nent features. The general aim is to put students in possession 
of approved methods of teaching in elementary schools those 
parts of geometry which by general consent are adapted therefor. 



In Maetik.] 
■ The general purpose is to review and snpplemen: the studs 
knowledge of the subject-matter, and to establish clear and sim- 
ple methods of teaching the more elementary | This in- 
volves (1) a thorough study of the processes underlying I 
solution of simple equations and the simpler forms of quadra: 

2 ) the discussion of methods of solution of equations of these 
types, and (3) the discussion of problems involving such equa- 
tions, together with devices for making real to a class of begin- 
ners the conditions of a problem. The aim is to develop faci 
in algebraic operations, to give an intelligen: gras] >f the sub- 
ject-matter, and to form the habit of regarding ti bom I 
teachers point of view. 

United States History. 

[Miss Dea*~e.] 

The study of Tinted States history is included in the second 
year of the course. The work is two-fold in character, consist- 
ing (1) of academic study and review for the purpose of famil- 
iarizing students with the entire sequence of American hi 
and (2) of demonstration and discussion of suitaK- :>ds of 

procedure in public schools. Sufficient work is don-^ fcc in 
right methods of teaching and studying history in general. 

arses of study from various schools and cities are compared 
and discussed, with a view to understanding their requiremezi-- 
and pedagogical basis. 

The academic work follows a topical analysis. These to] 
are deveky-: in various way-. — -ometimes in '' I rat- 
lines, as recitations, as written themes, debates. : by r-rion 
analysis. Special topics are assigned from time to time for in- 
dividual research and presentation. An acquaintance with the 
works of standard authors is sought. The library is well equipped 
with reference books and text-books. The students are encour- 
aged to make use of material from public libraries in their own 
cities and of historical museums which are easilv access 


Topics of current interest are given attention, and thinking 
along lines of public welfare is encouraged. The elements of 
civil government have their place in the outlined courses, and 
the attempt is made to render all work in this field as practical 
as possible. 

It is greatly to be desired that the high schools should offer 
courses in United States history, to prepare students for normal 
school work. Until such courses are generally offered, history 
in the normal school cannot be developed along the broad lines 
necessary in the preparation of teachers. 

Chemistry and Physics. 

[Mr. Adams.] 

The aim of the work in these subjects is not to turn out trained 
chemists or physicists, or to prepare students for college exam- 
inations, but to lead them to acquire the power of accurate ob- 
servation, correct expression, and clear thinking; to train them 
to follow directions and to acquire habits of carefulness, accuracy, 
neatness, independence and originality. The greater part of 
the time will be given to the consideration of those facts and 
principles which have practical application in common life, or 
will aid in the interpretation of the various phenomena related 
to the other subjects in the course. 

Special emphasis is placed upon the method of teaching by 
experiment, and the art of correct questioning. 

Means. — The ends enumerated are secured by a course of ex- 
periments selected and arranged so that most of the work can be 
done by each individual. Each student is provided with a note- 
book, and has a separate compartment at the laboratory bench. 
The chemical laboratory is equipped with slate tables, hot and 
cold water and individual fume closets. Both laboratories con- 
nect with a large lecture room, provided with roller shutters 
for darkening the room, and an electric lantern. 

The students have considerable practice in presentation work 
before their classmates, and in examining them on the experi- 
mental work, and thus acquire confidence to stand before others, 
and skill in directing their thinking. 


Most of the work is qualitative, but some quantitative experi- 
ments are taken, to afford practice in weighing and measuring. 

Students are constantly encouraged to consider their work 
from the teacher's point of view. This gives professional value 
to the course, which cannot be obtained by work that is wholly 


[Mr. Moore, — Mr. Adams.] 

The course in geology is of a rather general character. It aims 
to give a broad view of earth phenomena. While some familiarity 
with the technicalities of the science is sought, the emphasis is 
placed upon the knowledge which will be valuable to teachers in 
the public schools. Incidentally, the training and experience 
gained in this work are found helpful in the next year in the 
study of geography. The course includes a study of minerals, 
rocks, soils, glacial phenomena and river and wave action. 

The work is planned from the standpoint of the mature stu- 
dent, but its application to the teaching of children is never lost 
sight of. For this reason, the formal, logical order in which the 
elements of a science are usually presented in secondary school 
text-books finds a place, if anywhere, only in summaries and 
reviews. The work proceeds instead in the more natural order 
in which the study of earth processes ought to be pursued with 

The locality in which the normal school is situated offers un- 
usual advantages for the study of earth forces and earth ma- 
terials. Out-door lessons are given, to show how to discover 
and interpret geological and geographical phenomena. These 
lessons not only prove valuable in stimulating the powers of 
observation, but they illustrate the kind of work which it is 
hoped will sooner or later find its way into the elementary schools. 


[Miss Learoyd.] 
The study of plant life is undertaken with two ends in view, 
— to arouse students to an enthusiastic observation of plants, 
•and to give them a thorough foundation for the stud}^ of nature 


with children. The evolution of plants, the life history of types 
and the relations of plants to their surroundings are the general 
subjects considered. 

As soon as possible the students are expected to work out for 
themselves the life history of a plant. To aid them in this 
work, laboratory manuals, an abundance of good reference books, 
diagrams and pictures, microscopes and prepared slides are fur- 
nished. Students are urged to gather specimens whenever it 
is possible. Some time, outside of the recitation periods, is ex- 
pected to be given each week to laboratory or field work. Occa- 
sional field trips are intended to arouse enthusiasm in the study 
of plants, and to show the necessity of an intimate acquaintance 
with plants in their natural surroundings. 


[Mr. Moore.] 

The course in geography is primarily a study of methods of 
teaching. The insufficient preparation of the pupils and the lack 
of time in this course limits the work, however, to the most 
fundamental topics. But whether it be in the acquisition of 
facts which serve as the basis for the professional discussion, or 
in the specific problem of how to present a lesson to children, 
right methods of teaching are emphasized. 

This school possesses many advantages for the study of geog- 
raphy. The building is most favorably situated in a locality 
rich in geographical illustrations. In one direction are found 
the agricultural and pastoral conditions typical of a rural com- 
munity, and in another the important industrial and commercial 
features of city life. The influence which the natural features 
exert upon the life of the people is clearly shown, and the home 
locality epitomizes the geographical relations existing through- 
out the world. 

Another advantage is the close connection which exists be- 
tween the normal and model schools. What is actually done in 
the classes of children taught and supervised by the normal 
school instructor is made the basis of professional discussions. 
A marked result is the intimate agreement which exists between 
theory and practice. 


Geography is a study of relations. In all the work, therefore, 

in both the model and normal schools, prominence is given to the 
control which relief and climate exert upon the life of the people. 
At every point the understanding is called upon to aid the mem- 
ory, and geography thus changes from a subject furnishing only 
information to a study in which reasoning holds an important 

In the study of the home locality the fundamental principles 
which underlie the teaching of all geography receive a compre- 
hensive treatment. In fact, as the home locality illustrates to a 
greater or less degree the world in miniature, so the teaching of 
the local surface features exemplifies the methods to be followed 
in the study of the whole earth as the home of man. 

The intelligent reading of maps and the full use of good pic- 
tures are, next to a study of the home locality, the most impor- 
tant topics of a general nature in this course. The successful 
interpretation of the map symbols, in fact, depends upon the 
thoroughness with which the study of the home locality has been 
pursued in connection with the local map, and upon the close 
association which has been made between the pictures of distant 
places and their symbolic representation. To read a map intelli- 
gently is to know geography. 


[Miss Goldsmith.] 

The purpose of the work in biology is to give the students as 
clear an idea of evolution as is possible in the time allowed, and 
to lay a broad foundation for a comprehensive understanding of 
the study of human physiology. 

For the accomplishment of this purpose the course begins with 
the lowest forms of animal life, and continues with the more 
complex organisms in the order of their development. 

In each stage of development the characteristics of type forms 
are emphasized. Allied forms are considered in connection with 
the type forms. 

In the laboratorjr, by dissection and careful observation, both 
external and internal organs are studied with reference to their 
structure, position, relation and function, together with the 










special office of each in the animal economy. Additional knowl- 
edge is gained by reading and drawing. 

There are frequent discussions of the problems of heredity, of 
environment and adaptation to environment, and of the survival 
of the fittest. These lead to a clearer insight into the forces at 
work which influence the life and structure of the various forms 
of the animal kingdom. 

Practice in the application of the principles taught is intended 
to prepare those who are to become teachers to meet the require- 
ments of the public schools. 

The fine collection of specimens at the Peabody Academy of 
Science affords unusual facilities for the pursuit of this branch 
of study. 

In the spring, opportunities are given to become familiar with 
the common birds and their songs. . 

The aim of the work in biology is to fit the normal students to 
lead children to love and care for God's creatures; to observe 
their habits more closely, thereby learning lessons in industry, 
perseverance, patience and fidelity; and to give them a keener 
appreciation of the wonders and the beauty of the abundant life 
with which we are surrounded. 

Nature Study. 

[Miss Warren.] 

From the courses in botany and zoology of the junior year the 
pupils have gained some knowledge of the theory of evolution, 
and have learned many important facts concerning both plant 
and animal life. 

The aim of the work in nature study is to find a way in which 
to interest the child in the life of the wonderful, world about 
him, and through this growing appreciation to awaken the desire 
to find out things for himself; also, to correlate the knowledge 
gained by the study of his environment with his work in litera- 
ture and art. 

The child must first see things before he can reason about 
them. Unconsciously through this reasoning valuable lessons 
are learned, and by a better understanding of the great truths of 
nature, he gains a broader conception of life. 


The value of the work depends upon the spirit in which it is 
undertaken. The habit of observation and inquiry will lead to a 
sympathy with nature that will be not only a source of happiness, 
but will tend to an enrichment of life. 

The Manual Arts, 

[Mr. Whitney, — Mr. Newell.] 


Since drawing is a mode of expression, a language positively 
necessary in school life and in life outside the schoolroom, the 
student in the normal school finds ample opportunity and occa- 
sion for its use. 

The subject is not treated as an end to be obtained, but as a 
means to this end, — for its educational value in developing free 
expression, self -activity and spontaneity on the part of the pupil. 

No definite outline of work in drawing is planned for the 
students in the normal department of the school, but a correla- 
tion with the other studies in the curriculum is found absolutely 
necessary; thus a very broad field for its use presents itself. If 
the pupil in the normal school discovers by the constant use of 
drawing its value to him as an individual and as a pupil, he will 
desire to draw, and will appreciate its value to the child in the 
grades when he becomes a teacher. 

Outlines of work for the grades in the practice school are 
arranged from month to month, and the normal school pupil has 
the opportunity of consulting these, and of observing their appli- 
cation in the work with children. 

In studying drawing for its value in a general education, we 
find that the branch of science involves the necessitv of making 
and reading structural drawings and that nature study demands 
constant expression, a study of form, growth, movement and 
color, and a representation of appearance both in outline and in 

The geography and history require frequent expression, and a 
ready response of the hand to the thought of both pupil and 
teacher. In this connection the study of landscape sketching and 
composition are valuable. 


The language and literature afford a broad field for illustrative 
sketching, for picture study and for other branches of drawing 
and observation, which will help to develop an aesthetic appre- 
ciation of art. 

The pupil who can illustrate a problem in number, arithmetic 
or geometry makes the facts in the problem much more definite 
and vital to himself and to the class. 

In such ways as those suggested above, the department of 
drawing in the Salem Normal School aims to make itself helpful 
in meeting the problems of school life, and is found complemen- 
tary to the other studies in the course. 

Blackboard Sketching. 

A course of lessons in free blackboard sketching is given each 
year, as it is found a very important accomplishment for the 
grade teacher. Such work awakens interest, holds the attention, 
and cultivates on the part of the child a desire to express himself 
in the same free and spontaneous manner. 

These blackboard lessons include the necessarv strokes and 
exercises preliminary to sketching, and their application to the 
drawing of any common object or sketch which will picture to the 
child the topic under consideration. They include also school 
calendars, illustrative sketches for festivals, holidays and impor- 
tant events in history, as well as sketches useful in number, 
reading, geography, etc. 


Occasional lectures are given by the State supervisor of draw- 
ing and others upon important subjects influencing drawing in 
the public schools, and upon more general topics in art. To these 
are added a short course on the history of art, touching the vari- 
ous historic periods from Egypt to the Renaissance. 

Constructive or Manual Work. 
This course consists of the use of problems in constructive 
drawing and design, not as an end, but for the making of good 
and useful objects which the needs, interests and surroundings 
of the pupil in the school or home may suggest. 


It is not a course based on a stereotyped set of models or prob- 
lems, but one in which the problems are evolved from day to day 
by the conditions which may arise, — problems which may be sug- 
gested by some other lesson, discussion or event in the school. 
Occasionally these problems deal with the individual needs or 
interests of a pupil, and again relate to the life of the class or 
school as a whole. 

The work includes weaving, sewing, basketry, leather, metal 
and wood work, and various other lines of applied design. 

This line of industry develops a wide range of thought, im- 
agination and activity. It renders a drawing intelligible through 
experience, and is conducive to the cultivation of reasoning 
power and manual skill. 


[Mr. Archibald.] 

The work in this department is designed to enable students to 
teach such principles of music as will apply to the several grades 
of the public schools. 

Tune, time, technique and the aesthetics of music are consid- 
ered. The exemplification of these subjects is observed in the 
model schools, and practice in these lines is afforded the student 
under the guidance of the regular grade teachers. 

One period weekly is given to general exercises in music, when 
the following subjects are considered : — 

(a) The principles of conducting, as applied to chorus singing 
and general school work; also practice in the same. 

(5) Musical appreciation through the listening to good music 
performed by the students, and incidentally the study of famous 
composers and musical form. 

(c) Chorus singing in preparation for the graduation exercises. 

Physiology and Hygiene, 

[Miss "Warren. J 

The work in phvsiologv being a continuation of the work in 
biology, the same general plan is followed. The main point in 
the consideration of the subject is hygiene. 


To know how to care for the human body that the best results 
may be obtained, it is necessary : — 

1. To consider it as a whole. 

2. To become familiar with the functions of the organs and 
with their mutual dependence and co-operation. 

The laboratory method is continued in this branch of study. 
The dissection of a mammal as a complete organism, and of in- 
dividual organs of different animals, throws much light upon the 
structure and functions of corresponding organs in man. 

A life-sized manikin, a human skeleton and microscopic slides 
are valuable aids in the work of anatomy. 

Each of the following systems, the respiratory, the circulatory, 
the digestive, the excretory, the nervous, the muscular and the 
osseous, is studied in detail. The intimate relation of each system 
to the others, and the importance of keeping each in a healthy 
condition to ensure an harmonious whole, are strongly empha- 

In addition, attention is given to the special senses, particu- 
larly to the structure and hygiene of the eye and ear. 

The effect of alcohol and tobacco upon the human system is 
taken up in connection with the consideration of the organs and 
their functions. 

One practical application of the knowledge obtained in the 
class room is the intelligent treatment of emergency cases. 

Some instruction in regard to symptoms is given, in order to 
convey to the minds of the students an estimate of the general 
appearance of the more common diseases. This will help them, 
in their future work as teachers, to detect conditions of doubtful 
health, and to comprehend intelligently directions given by 
school physicians. 

Special stress is laid upon the hygienic effects of clothing, 
bathing, food, sleep, recreation and rest. 

As the body is the instrument through which mind finds ex- 
pression, a better understanding of its mechanism and of hygiene 
is very important for those who are to take up the teacher's pro- 
fession, that they may be instrumental in helping the young to a 
more harmonious and effective physical development. 


Physical Training. 

[Miss Warren, — Miss Rogers.] 

In the work of physical training the Swedish system of gym- 
nastics is employed. Physical exercise has a two-fold purpose ; it 
invigorates the body and relieves mental tension. 

The floor work includes all the fundamental positions of the 
body, as bending, twisting, jumping, running and marching. It 
is supplemented by the use of apparatus, which gives added in- 
terest and enthusiasm to the work, and a greater opportunity for 
muscular development. 

The gjmmasium is provided with stall bars and benches, double 
boms, jumping standards, vertical ropes, a Swedish ladder and 
a horse. 

The work is varied occasionally by gymnastic games, which are 
calculated to develop self-control, precision, dexterity and con- 
certed action. Ehythmic movement is a strong feature of the 

During the senior year opportunities are given the students for 
conducting gymnastic exercises as practice in teaching. 

Association in the gymnasium promotes a social spirit, which 
serves as a bond of union, and tends to give a healthy impetus 
to the fulfilling of the requirements in other departments of 

The aim of the work is not only to help the student to gain a 
more intelligent mastery of the body, but also to train the mental 
and moral faculties. 

The vitality and usefulness of the human body are also fur- 
thered by correct carriage, proper breathing and regular bodily 
exercise. Whatever, therefore, conduces to develop the chest, 
straighten the spine, purify the blood and distribute it to the 
various organs, and to improve the personal appearance generally, 
is a matter of vital importance. 

We cannot too strongly emphasize the fact that a sound mind 
in a sound body is a prime requisite for success and effectiveness 
in any department of life. 



[Miss Goldsmith.] 
The course in psychology extends throughout the junior year. 
The aim is to secure a clear and sufficient understanding of (1) 
the processes by which knowledge is acquired and elaborated. 
(2) the sources of interest and attention, and (3) the functions 
and training of the will. The development of the various facul- 
ties of the mind, and the relation of different branches of study 
to this process, receive careful attention. The work is done so 
as to secure a good grasp of what is really valuable to a teacher, 
rather than to spend time upon what is of only speculative in- 
terest. The various sources of psychological knowledge — intro- 
spection, observation of mental phenomena, the study of litera- 
ture and physiological science — are all recognized as having 
important uses in the study of the human mind. 


[Mr. Pitman.] 

The course in pedagogy extends throughout the senior year. 
Its chief aim is to develop an understanding of the principles of 
education as derived from the study of psychology in the junior 
year, and of their application to school organization and govern- 
ment and to the art of teaching. The course comprises a study 
of the various educational agencies; of the educational values of 
the several subjects of instruction, and of their interrelations; 
of school organization and management; of the physical condi- 
tions of the school; and of the hygiene of the schoolroom. The 
work in the model schools is done in connection with this course, 
and the observations and experiences of the students are drawn 
upon extensively to illustrate the classroom discussions. 

The course also includes a study of the lives of the great educa- 
tional reformers and of their contributions to the science of 
education. This work is largely biographical, and is devoted 
chiefly to a critical study of a few of the leading educators of 
modern times. 

A portion of the course will be devoted to a consideration of the 
historical development and the characteristic features of the 31 as- 


sachusetts school system, and a sufficient knowledge of the school 
laws will be imparted to make the students familiar with the 
rights and duties of teachers. 

Teachers now in the service who are intending to enter the 
school to take a year's special work should make a thorough study 
of James's Briefer Course in Psychology, Halleck's Psychology 
and Psychic Culture, or some other book of equal scope. 


Several lectures of general educational interest are given each 
year by people of prominence. The aim is to make them of direct 
practical value to the students. To this end they will be arranged 
as far as possible in systematic courses, and ample opportunity 
for discussion will be afforded. 

Since the issue of last }^ear's catalogue the teachers and students 
have had the privilege of listening to the following lectures : — 

" The New Musical Education." Mr. Carroll Brext Chtltox, 
Editor-in-Chief, Music Lovers Library. 

" Reminiscences of John Brown." Hon. Fraxk B. Saxborx, Con- 

" People I have met." Col. Thomas Wextworth Higgixsox, Cam- 

" Arts and Crafts in the Public Schools." Mr. Hexey Turxer 
Bailey, Editor, School Arts Book. 

" The Past of Salem." Hon. Robert S. Raxtotjl, Salem. 

Graduation address : " Moral Education in the Public Schools." 
Prof. George H. Palmer, Harvard University. 

Interpretative reading : " Julius Cassar." Mr. Hexry Lawrexce 
Southwick, Dean, Emerson College of Oratory. 

" Utilization of Museums of Art by Schools and Colleges." Mr. 
Walter Sargext, State Director of the Manual Arts. 

" The School as a Social Force." Rev. Walter Scott, Secretary, 
New England Education League. 

" Relations between Teachers and Supervisors." Mr. Frederic L. 
Burxham, State Director of the Manual Arts. 

"What a City owes to its Boys." Hon. George H. Martix, Secre- 
tary, Massachusetts Board of Education. 

" The New England Poets." Supt. J. H. Carfrey, Wakefield. 







" School Management." Mr. Grexville T. Fletcher, Northamp- 

" Industrial Education." Mr. William A. Baldwin, Principal, 
State Normal School, Hyannis. 

" The Ideal of Womanliness." Mrs. Ella Lyman Cabot, Chairman, 
Board of Visitors. 

" Education for Efficiency." Mr. James P. Muxroe, President, 
Massachusetts Reform Club. 


The school is well equipped with books of reference, and a 
general library, which is especially strong in works of history, 
biography, pedagogy, poetry, and dramatic and miscellaneous 
literature. It contains, besides several thousand text-books, 4,382 
volumes, exclusive of a large number of public documents cover- 
ing a period of many years. The best periodicals of the day are 
also kept on file. There is a complete card catalogue by titles 
and authors, and a system of references by topics already con- 
tains several thousand cards, and is constantly being extended. 

No needless restrictions are placed upon the use of the library 
and reading room, and the students are encouraged to resort to 
it freely and constantly. 


Students in a school for the professional training of teachers 
should be self-governing in the largest sense of the term. Each 
student is allowed and is encouraged to exercise the largest 
degree of personal liberty consistent with the rights of others. 
The teachers aim to be friends and leaders, rather than gov- 
ernors and masters. They will not withhold advice, admonition 
and reproof, if needed; but their work in such lines will be done 
with individuals, and in the most helpful and generous spirit. 
Those students who, after full and patient trial, are found un- 
worthy of such consideration, are presumed to be unfit and 
unlikely to become successful teachers, and will be removed 
from the school. Others also, who, by no fault of their own, 
but by the misfortune of conspicuous inaptitude, through phys- 


ical or mental deficiencies, for the work of teaching, will be 
advised to withdraw, and will not be graduated. 

Man}*- matters pertaining to the general welfare of the school 
are referred for consideration to the school council. This is a 
representative bod}^ consisting of the principal and two other 
members of the f acult} T , and three members chosen by each class. 
Thus the students, through their representatives, have a voice in 
the management of the school, and also assume their share of 
the responsibility for its success. 

The Location and Attractions of Salem. 

Xo place in northeastern Massachusetts is more easily accessi- 
ble than Salem. It is on the main line of the eastern division of 
the Boston & Maine Eailroad system, connecting also with the 
Saugus branch at Lrynn. A branch road to Wakefield Junction 
connects the city with the western division. There is also direct 
communication with Lowell, Lawrence, Haverhill, Eockport, 
Marblehead and intervening points. Trains are frequent and 
convenient. Salem is also the centre of an extensive network of 
electric railways. Students coming daily to Salem on Boston & 
Maine trains can obtain season tickets at greatly reduced rates. 
Trains on the Marblehead branch stop at Loring Avenue, on 
signal, and many students find it more convenient to purchase 
their season tickets to that station. 

Salem is the centre of many interesting historical associations, 
and within easy reach are the scenes of more important and 
stirring events than can be found in any other equal area of our 
country. The scenery, both of seashore and country in the 
neighborhood, is exceedingly attractive. There are many libra- 
ries, besides the free public librae, and curious and instructive 
collections belonging to various literary and antiquarian organ- 
izations, to which access may be obtained at a slight expense. 
Lectures are frequent and inexpensive. The churches of the city 
represent all the religious denominations that are common in 
New England. 


Expenses, Aid, Board, etc. 

Tuition is free to all residents of Massachusetts who declare 
their intention to teach in the schools of this Commonwealth. 
Text-books and supplies are free, as in the public schools. Arti- 
cles used in school work which students may desire to own will 
be furnished at cost. Students who come to Salem to board are 
advised to bring with them such text-books of recent date as 
they may own. 

To assist those students, residents of Massachusetts^ who find it 
difficult to meet the expenses of the course, pecuniary aid is fur- 
nished by the State to a limited extent. Applications for this aid 
must be made in writing, to the principal, and must be accom- 
panied by such evidence as shall satisfy him that the applicant 
needs assistance. This aid, however, is not furnished to resi- 
dents of Salem, nor during the first half-year of attendance at 
the school. 

At the last triennial reunion of teachers and students a move- 
ment was inaugurated to collect a " Students' Benefit Fund," 
whose income may be employed to aid worthy and needy persons 
while pursuing their studies here. At this time the sum of 
nearly $300 has been contributed for this purpose. This is now 
known as the " Capen Memorial Fund." 

The " Beckwith Memorial Fund " has been established for 
the purpose of exemplifying in a permanent and productive way 
the love and esteem which the teachers and former pupils of the 
Salem Normal School bear for their late principal, Dr. Walter 
Parker Beckwith, and for the sake of perpetuating his name 
in connection with the school. A memorial of this kind was 
always considered by him to be a most fitting and practical ex- 
pression of appreciation and respect. At present this fund 
amounts to about $250. It is deposited in Massachusetts savings 
banks, and the income, like that from the benefit fund started 
in July, 1904, is to be used in rendering financial assistance to 
promising and needy students. 

The principal of the school will be glad to receive and ac- 
knowledge contributions from those who wish to honor the 
memories of Dr. Capen and Dr. Beckwith. 


Besides these benefit funds, there is a small loan fund from 
which deserving students may borrow money to aid them in 
completing the course. 

The expense of board is moderate; two students rooming to- 
gether can usually find accommodations within eas}^ distance of 
the school, including light and heat, at prices ranging upward 
from $3.50 each, per week. A record of places where board may 
be obtained is kept at the school, and reasonable aid will be given 
to students who are seeking boarding places. It is advisable to- 
make inquiries some time before the beginning of the school year.- 

A lunch counter is maintained in the building, from which is 
served at noon each school da}^ a good variety of wholesome andi 
attractive food, at very reasonable prices. 

Promptness and Punctuality. 

1. Students living at home, on finding themselves likely to be- 
absent more than one day, are desired to make known the fact 
in writing. 

2. Students who are withdrawing from school must return 
the books and other property of the school, and receive regular 
dismission. Those who fail to do so proniptty must not expect 
at a later date any recommendation or endorsement from the 
teachers of the school. 

3. Absences for the purpose of teaching or of acting as substi- 
tutes for more than one day must be arranged in advance. In 
general, absence for this purpose during the first year of a stu- 
dent's course will not be regarded with favor. 

4. Students must be present at the opening of school after any 
recess or vacation, and must remain until all are excused. 

5. Students boarding in this vicinity, away from their parents, 
whether over or under legal age, must keep the principal informed 
of their addresses. All boarding places are subject to the judg- 
ment of the principal. 

6. Students boarding in Salem must not make arrangements 
involving absence from any school exercise without previously 
obtaining permission. 


Employment for Graduates. 

The increase in the number of normal graduates employed in 
Massachusetts as teachers has been, especially during the past 
twenty years, very much greater proportionately than the increase 
in the whole number of teachers. But even at the present time 
less than one-half of all the teachers in the State are normal 
graduates, and the demand is annually greater than the supply; 
especially for the higher grammar grades there is a marked 
scarcity of strong candidates. This school does not undertake 
to guarantee positions to its graduates, but it is a fact that prom- 
ising graduates are rarely without positions six months after 
graduation. The principal takes pleasure in assisting graduates 
to obtain such positions as they are qualified to fill. To that end 
he is glad to correspond or to confer with school authorities. He 
is also glad to be informed as to the degree of success which has 
attended the efforts of former students. 

Scholarships for Graduates. 

There are offered at Harvard University four scholarships, 
each of an annual value of one hundred fifty dollars, for the 
benefit of students in the Lawrence Scientific School who are 
graduates of any reputable normal school in the United States. 

Notices to School Officials. 

All interested persons, especially those connected in any way 
with educational work, are cordially invited to visit the school, 
to inspect the building and equipment, or to attend the exercises 
in its class rooms or practice schools at any time and without 

During the summer vacation, some person qualified to give 
information regarding the school, its work and the conditions 
of admission will be at the building each forenoon. Eequests for 
catalogues are always promptly honored. 

Superintendents and other school officials are requested to 
send to the school copies of their reports, courses of study and 
other publications of common interest. The courtesy will be 
appreciated and reciprocated. 


Every person claiming to be a graduate of this school should 
be able to show either a diploma or a certificate to the fact of 
graduation. Since Jan. 1, 1900, all students who have left 
the school by reason of graduation, or otherwise in good stand- 
ing, possess either a diploma, a certificate showing the comple- 
tion of a year's work, or a certificate of honorable dismissal. The 
last-named paper is not to be understood as a recommendation 
of proficiency in scholarship or teaching ability. 




The Commonwealth of Massa- 

The Salem Xormal Association. 

The Peabody Academy of Sci- 

Mr. George R. Chapman. 

Richard Edwards, LL.D. 

Mrs. C. 0. Hood. 

Mr. James F. Almy. 

Miss Annie M. Phelps. 

Mr. Ross Turner. 

The Class of February, 1857 

The Class of February. 1858. . 

The Class of July., 18E 

The Class of February, 1859. 

The Class of July, 1S59. 

The Class of February, 1860. 

The Class of July, 1861. 

The Class of January, 1S77. 

The Class of January. 1SS3. 

The Class of June, 1SS8. 

The Class of June, 1891. 

The Class of June, 1896. 

The Class of January, 18 

The Class of June, 1897. 

The Class of 1898 

The Class of 1899. 

The Class of 1900. 

The Class of 1901. 

The Class of 1902. 

The Class of 1903. 

The Class of 1904. 

The Class of 1905. 

The Class of 1906. 

The Model School Class of 1903. 

The Model School Class of 1901. 

Certain students and friends of 

Miss Elizabeth Weston. 
Certain students and friends of 

Miss Harriet D. Allen. 
Other teachers and graduates 

and others. 

The following citizens of Salem have generously contributed 
to the decorations of the schoolrooms in the practice school : — 

Mrs. James F. Almy. 
Mr. George A. Brown. 
Mr. William 0. Chapman. 
Mr. Robin Damon. 
Mr. William H. Gove. 
Mr. George B. Harris. 
Mrs. William M. Hill. 

Mr. Frank A. Langmaid. 
Mr. J. Henry Langmaid. 
Mr. Arthur L. Lougee. 
Mr. William Messervey. 
Mr. John M. Raymond. 
Mr. Ira Vaughn. 
Mrs. Charles F. Whitney. 




Generous contributions to the library have been made bv 

The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 

July. 1S63. 
January. 1869. 
January, 1S70. 
January. 1S74. 
January. 1S75. 
July, 1875. 
January, 1876. 
June, 1S76. 
January, 1SS0. 
June, 18S0. 
January, 1SS1. 
January. 1882. 
June. 1SS3. 

The Class of January, 1S85. 
The Class of June, 1885. 
The Class of January, 1SS6. 
The Class of June. 1SS6. 
The Class of January, 1SS7. 
The Class of January, 1889. 
The Class of January, 1S90. 
The Class of January, 1S91. 
The Class of January. 1892. 
The Class of June, 1S92. 
The Class of June. 1894. 
Mrs. Thomas Hawken. 
Many teachers and others. 



Register of Students. 

Graduates— Class XCII— June 26, 1906. 

Olive Mary Adams, 
Myrtle Allen, . 
Helen Edna Baldwin. 
Helen Lonise Barrett, 
Carrie Isabel Black, 
Nona Ellen Blaekwell, 
Minnie Haynes Brown, 
Florence Elena Bimton, . 
Marguerite Cushing Buswell, 
Bertha Greenwood Cole, . 
Rosa Alice Curran, 
Lillian Anna Curtin, • . 
Pearl Frothingham Dame, 
Margarida Martha DeAvellar, 
Sallimae Morrill Dennett, 
Annie Montague Dickey, 
Annie Louise Dodge, 
Ethel Sleeper Evans, 
Carrie Madella Feltham, 
Josephine Patricia Follen, 
Edith Faulkner French, 
Mabel Alice Gauthier, 
Mary Elizabeth Giffin, 
Cecilia Eugenia Glynn, 
Marion Elizabeth Goodson, 
Alice Marion Grant, 
Mary Frances Harney, 
Mary Beatrice Hart, 
Margaret Frances Herlihy, 
Edna Hale Herrick, 
Ethel Putnam Herrick, 
























East Cambridge. 










Edith May Hicks, . 
Ethel Gertrude Higgins, 
Grace Eliza Hood, . 
Julia Mary Horgau. 
Elsie Marie Hussey, 
Jeaimette Jacobson, 
Dorothy Jasinsky, . 
Mary Russell Jones, 
Helena Genevieve Keef e, 
Lena Marion Kelly, 
Margaret Louise Kerrigan, 
Flora Agues Knight, 
Ruby Evelyn Ladd, 
Florence Marie Leavitt, 
Florence Louise Little, 
Elinor Catherine Long, 
Mary Frances Low, 
Ruth Low. 
Carolyn Elizabeth MacDonald, 
Emily Katharine McVann, 
Helena Murphy, 
Elizabeth O'Brien, . 
Mary Magdalene O'Donnell. 
Mary Frances O'Rourke. 
Susan Morse Paine, 
Phebe Harriet Patterson. 
Xellie Louise Quennell, 
Edna Richer, . 
Christine Alberta Ross, . 
Josephine Florence Rowe. 
Ethel Louise Sargent. 
Mabel Florence Sawyer, . 
Alta Foster Silsby, . 
Gertrude Evelyn Simpson. 
Gertrude Josephine St. Clair. 
Margaret Marie Sullivan, 
Etta Murray Taylor, 
Martha Lois Taylor, 
Miriam Adelaide Tighe, . 
Helen Louise Tuck. 
Louise Evelyn Urquhart, 
Mildred Frost Williams, . 
Clara Witham. 
Frank William Woodlock. 
Marion Young, 









Xortk Andover. 







West Lynn. 



East Cambridge. 


Xorth Cambridge. 








Lynnfield Center. 


West Medford. 





South Groveland. 












Certificates for One Year's Work. 
Clara Melvin Clement, . . ... . Merrimac. 

Elsie May Ross, 


Special Students. 

Gladys Blodgette, 

(Ipswich High School.) Teacher. 

Elizabeth Sarah Callahan, . 

(Dean Academy.) Teacher. 

William Francis Donovan, . 

(Cambridge English nigh School.) 

Evie Fontaine Kelley, . 

(Somerville English High School.) Teacher. 

Lottie Henson Kidger, 

(Lowell School of Practical Design.) 

Margaret Elizabeth Savage, . 

(Bellows Falls High School.) Teacher. 

Mary Taylor Towle, 

(Plymouth Normal School.) Teacher. 


Charlestown, X. H. 




Bellows Falls, Vt. 

Dover, X. H. 

Students of 

Fannie Nelson Allen, 
Evelyn Lewis Alley, 
Lydia Christina Anderson, 
Bernice Josephine Andrews, 
Mary Eleanor Anthony, . 
Annie Dodge Archer, 
Ellen Abigail Baker, 
Elsie Moore Baker, . 
Alice Tracey Barrett, 
Katherine Estelle Barrett, 
Helen Gertrude Bassett, . 
Elizabeth Annie Batchelder, 
Ethel May Batchelder, . 
Georgia Edna Becker, 
Margaret Annie Beirne, . 
OlgaBeloff, . 
Harriet Sarah Bishop, 
Sigrid Christine Bjorklund, 
Walter H. Bonelli, . 
Eva Mary Bousquet, 

the Elementary Course. 

. Roekport. 

. Gloucester. 

. Everett. 

. Hamilton. 

. Lynn. 

. West Somerville. 

. Ipswich. 

. Everett. 

. Newburyport. 

. North Andover. 

. North Reading. 

. East Northwood, N. H. 

. Swampscott. 

. Peabody. 

. Amesbury. 

. Arlington. 

. Maiden. 

. Boston. 

. East Cambridge. 



Martha Eva Bradstreet. 
Susie Frances Bray, 
Marion Eunice Brennan. 
Alice Marie Bresnahan. 
Annie Beryl Bruorton, 
Addie Margaret Bucksey. 
Helen Louise Burnham, 
Ellen Jane Butler, . 
Avis Carleton, . 
Alice Asenath Caverly, 
Fred Allan Chapman, 
Annie Melissa Chase, 
Jessie Amelia Christie. 
Alice Belle Clapp, . 
Mary Alice Cohane, 
Grace Webster Cook, 
Jenny Farquhar Copland 
Rosalind Fidelia Corbin. 
Ann Johnson Coughlin, 
Abbie May Croscup, 
Bessie Warren Curtis, 
Alice Gertrude Dacey, 
Ethel Rinimer Dalrymple 
Florence Davidson, . 
Bertha Street Davis, 
Pauline Dawson, - 
Edith Rosamond Day, 
Eleanor Frances Desmond 
Gertrude Dinan, 
Catherine Lauretta Dinneen. 
Julia Agnes Dinneen, 
Carolyn Louise Donohoe, 
Anastatia Emaline Donovan. 
Mary Teresa Dowling, 
Louise Maria Durkee, 
Eleanora Wilhelmina Erickson 
Alice Hildreth Fern aid. . 
Florence Emma Field, 
Joyce Lisabel Fielder, 
Mildred Hodges Fisher, . 
Irene Marie FitzGerald. . 
Verna Belle Flanders, 
Elizabeth Agnes Flemming, 
Eunice Fogg, . 
Alice Winifred Gaus'han, 














Dan vers. 



West Somerville. 




B oxford. 








Wakefield. "■ 

East Cambridge. 

East Cambridge. 




North Wilmington. 



Winchester. X. H. 










Agnes Katherine Geary, Cambridge. 

Edna Florence Gordon, . 

. West Somerville. 

Ethel Maria Grady, . 

. Lynn. 

Marie Louise Gunn, 

. Lynn. 

Alice Sarah Hainsworth, 

. North Andover. 

Mary Wealthy Hall, 

. Salem. 

Marion Hamilton, . 

. Everett. 

Ethel Louise Harrington, 

. Everett. 

Nellie Frances Harrison, . 

. Beverly. 

Marion Frances Hatch, . 

. Amesbury. 

Bernice Elvira Hendrickson, 

. Wakefield. 

Louise Arvilla Hill, 

. Lynn. 

Gladys Isabel Houghton, . 

North Andover. 

Robert Bigelow Houghton, 

North Andover. 

Lillian Angelia Hutchins, 

Freedom, Me. 

Millie Alice Isaac, . 


Asadour John Jinishian, . 

Marash, Turkey. 

Fannie Olena Johansen, . 

Newbury port. 

Esther Johnson, 

. Lynn. 

Frances Priscilla Johnson, 


Hilda Matilda Johnson, . 

. Pigeon Cove. 

Marguerite Loretta Kelley, 


Amy Sargent Kelly, 


Alice May Knox, 


Rheta May Lattie, . 



Laura Marie LaVallee, 


Ella Adeline Lee, 


Helen Evans Williams Lee, 


Leon K. John Levonian, . 

Anitab, Turkey. 

Alice Merrill Locke, 


Helen Farrington Locke, 


Helen Onida Locke, 


Catherine Isabelle MacKeen, 


Clara Frances Managhan, 


Harriet Feme Marshall, . 


Elizabeth Plummer Martin, 


Ethel Mary Martin, 


xlnnie Gertrude McCabe, 


Mary Frances McGrath, 


Marie Eunice McHugh, 


Laura Elizabeth Merrill, 


Lynda Viola Merrill, • 


Mildred Frances Merrill, 


Winifred May Merrill, 


Ethel Sargent Merrow, 




Florence Louise Moore, 
Mary Kathleen Moore, 
Agnes Louise Moran, 
Agnes Gertrude Morris, 
Mary Catherine Murray, 
Florence Gertrude Musso 
Elmina Marie Nadeau, 
Grace Isabel Nelligan, 
Irene Haskell Newell, 
Bertha Frances Niles, 
Maude Marion Norris, 
Eleanor Elizabeth O'Brien, 
Kathleen Holmes O'Brien, 
Mary Gertrude Obst, 
Mary Anne O'Callaghan, 
Nora Anastatia O'Connell, 
Hazel Isabell Oliver, 
Helen Margaret O'Rourke, 
Mabel Julia Palmer, 
Abbie Isabel Patten, 
Harlan Berkley Peabody, 
Mabel Luella Peterson, 
Lillie May Phillips, 
Marion Edith Powers, 
Amy Estelle Putney, 
Lena Leslie Quimby, 
Amy Frances Ramsdell, . 
Florence Emma Ramsdell, 
Lizzie Evelyn Ramsdell, . 
Ella Robens Rand, . 
Bessie Eva Rea, 
Alice Louise Reid, . 
Ethel Emma Rees, . 
Marion Ella Remon, 
Katharine Elizabeth Reynolds, 
Julia Marie Ryan, . 
Mary Blanche Sargent, ., 
Elspeth Cumberland Saunders. 
Lillian Maude Schofield, . 
Grace Elizabeth Schroeder, 
Margaret Eleanor Scully, 
Helene Maria Seils, 
Eleanor Louise Sheehan, . 
Bertha Theodora Sjoberg, 
Clementina Duncan Smith, 






West Lynn. 









North Cambridge. 







Wenham Depot. 









North Andover. 

















Ethel Marion Smith, 
Mary Elizabeth Sullivan, 
Eva Mae Taylor, 
Annie Cecilia Trelegan, 
Edna Elizabeth Wallis, 
Julia Anna Walsh, . 
Marie Theresa Walsh, 
Frances Elizabeth Welch, 
Anna Greenleaf West, 
Edna Blanche West, 
Hazel Elizabeth Weston, 
Mildred Alison Wetmore, 
Sybil Marion White, 
Mabel Charlotte Willey, 






North Cambridge. 


West Somerville. 





West Lynn. 


Special student-. .... 

Students of the elementary course, 



Whole number of students from opening of school, 
Whole number of graduates, .... 
Number of certificates for one year's work, 




Certificate Required for Admission to a Preliminary 



.has been a pupil in the 

School for three years, and is, in my judgment, 

prepared to pass the normal school preliminary examination in the following 
group or groups of subjects and the divisions thereof: — 

Group II Group IV. 

Group III Group V 

Signature of principal or teacher, 

Address, . 

Certificate of Graduation and Good Character. 

This is to Certify that M 

is a regular graduate of a four years' course of the_ 

High School, and that, to the best of my knowledge 

and belief, he is a person of good moral character. 

- 'Principal. 

_ . «-_i907.